Read More – Write Better: walking in a writer’s shoes and understanding perspective
The project focused on getting students to read more, to choose their reading material and to embed regular reading into every class.
The project focused on getting students to read more, to choose their reading material and to embed regular reading into every class.
This project focused on how to promote a culture of inclusivity by supporting practitioners in learning more about neurodiversity with a view to generating a resource that would enhance learners’ reading skills.
This project was designed to encourage learners to read a wider range of non-fiction texts outside of the classroom and to view English not so much as a barrier, but as a gateway to vocational achievement.
This guide has been created by specialist English practitioners with considerable experience of delivering GCSE English Language across a wide range of abilities, including low-level learners, in the further education sector.
The aim of this guide is to provide resources and ideas that will encourage low-level learners, with a grade two or below at GCSE, to read fluently and write effectively.
This resource focuses on the basic skills required for low-level learners to be able to improve their skills in:
Through storytelling, people with different perspectives can come together and share their common humanity, hopes and goals. The act of telling stories, listening and being listened to in itself, has a positive impact on those learning and working in the SEND system. This publication, Small, powerful everyday things – conversations of humanity in the SEND system, gives us an opportunity to read stories from the perspective of learners, their families and professionals working in the SEND system and to think about how storytelling might inform your work.
When FE and specialist colleges join forces to support each other, this really benefits learners. This report provides examples of where this has happened and also examples of how colleges are exploring with local authorities how to make the SEND system work for learners. Lots of food for thought and ideas that you might want to explore in your own college.
This guide, developed with and for colleges will help you to self-evaluate the effectiveness of your provision for learners with special educational needs and disabilities.
This study explored whether expanding the vocabulary of vocational GCSE English resit learners would improve their grades.
This study sought to identify how the FE sector was performing against five key areas of opportunity with an emphasis on skills and mindset.
This study explored the experiences and perceptions of Pre-entry adult ESOL students and teachers at Derby College towards remote teaching, learning and assessment during the Covid-19 lockdown.